Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Context of the Lesson: (Summary):Day 1
Continental drift is a geological theory regarding the position of the world's continents as being one big "supercontinent", and that over time, has broken up into the seven continents as we know them today. This lesson is designed for two 90 minute block sessions, which will provide students with background information on the development of continental drift through time. Students will go back in geologic time to the Permian period, 250 million years ago, where continental collisions occurred, to form the one big giant supercontinent, "Pangaea". Students will engage in activities that will allow them to track continental drift over the last 250 Million years and speculate what the continents will look like in the next 250 million years.
This lesson is a good example of science as Inquiry, allowing students to act like scientists, by actively participating in and being the center of the learning process. It enables them to observe changes through geological time while analyzing and interpreting the movements of the continents, and making predictions on the future location of the continents based on evidence from the past.
Objectives: (Summary)--DAY 1
Define and explain Continental drift.
Students will observe a current map of the world and will create maps based on their hypotheses of what the position of the continents looked like 250 million years ago.
Students will prove/disprove their constructed maps based on their research from internet resources provided.
Students wil analyze and interpret maps of the past and present to track continental movement over the last 250 million years.
Students will predict and present to the class what the continents will look like 250 million years from now.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Continental drift concept map
Materials:
computers with internet access
student journals
continent cut outs
Animated GIF's
Last 750 million years: [1.04 MB] [506 KB] [261 KB]
Last 750 million years in reverse: [1.04 MB] [506 KB]
From 750 mya to the beginning of the Paleozoic: [294 KB] [166 KB]
From 750 mya to the beginning of the Mesozoic: [532 KB] [284 KB] [156 KB]
From the beginning of the Mesozoic to Recent: [301 KB] [163 KB] [96 KB]
Instruction: Opening:
Whether you know it or not, the Earth is continuously moving, even as we speak. But how can this be? I will talk about the Earth continually moving/changing and how it is estimated that the continents move approximately 3 centimeters per year. I will also talk about the Earth as being one great big puzzle to coincide with the theory of continental drift. Students will be instructed to work in groups of three, where they will be directed to look at a map of the world as it is today. I will ask the groups to imagine what the continents could have looked like 250 million years ago based on the approximation of the earth moving at 3cm per year. Based on this question, students groups will put together continental cut out pieces and form a hypothesis as to what they think the continents looked like 250 million years ago. (Here, I want students to be able to recognize a pattern or fit of the continents). Record maps in journals.
Engagement:
Once students record their map hypotheses in their journals, student groups will view simulations of the Earth and how it looked millions of years ago on their computers. They will use the internet resources links provided in the materials section of the lesson plan to investigate the movement of the continents from 250 million years ago to the present. Based on the information gathered, students will will prove whether or not their hypotheses were correct by supporting/refuting evidence from the materials they have analyzed on-line. Students will record their findings in their scientific journals. Note students will be able to collaborate ideas and draw conclusions as a group.
Closure:
Once students have finished researching continental movement, we will end the class by having the groups speculate what the continents will look like in the future and present their theories to the class. If we run out of time, students will continuing presenting in the next class.
Assessment:
Students will be assessed throughout this lesson by group collaboration, observation, and organization of material. During the lesson, I will be working the room by getting involved in all groups, asking questions and engaging in discussions with the students.
Lesson Title: Introduction to Continental Drift
Time required--1 (90) minute block
State Standards: GLEs/GSEs
ESS1 (9-11) - 2.
Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.Context of the Lesson: (Summary):Day 1
Continental drift is a geological theory regarding the position of the world's continents as being one big "supercontinent", and that over time, has broken up into the seven continents as we know them today. This lesson is designed for two 90 minute block sessions, which will provide students with background information on the development of continental drift through time. Students will go back in geologic time to the Permian period, 250 million years ago, where continental collisions occurred, to form the one big giant supercontinent, "Pangaea". Students will engage in activities that will allow them to track continental drift over the last 250 Million years and speculate what the continents will look like in the next 250 million years.This lesson is a good example of science as Inquiry, allowing students to act like scientists, by actively participating in and being the center of the learning process. It enables them to observe changes through geological time while analyzing and interpreting the movements of the continents, and making predictions on the future location of the continents based on evidence from the past.
Objectives: (Summary)--DAY 1
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Continental drift concept mapMaterials:
computers with internet access
student journals
continent cut outs
Resources:
Animated GIF's
Last 750 million years: [1.04 MB] [506 KB] [261 KB]
Last 750 million years in reverse: [1.04 MB] [506 KB]
From 750 mya to the beginning of the Paleozoic: [294 KB] [166 KB]
From 750 mya to the beginning of the Mesozoic: [532 KB] [284 KB] [156 KB]
From the beginning of the Mesozoic to Recent: [301 KB] [163 KB] [96 KB]
Instruction:
Opening:
Whether you know it or not, the Earth is continuously moving, even as we speak. But how can this be? I will talk about the Earth continually moving/changing and how it is estimated that the continents move approximately 3 centimeters per year. I will also talk about the Earth as being one great big puzzle to coincide with the theory of continental drift. Students will be instructed to work in groups of three, where they will be directed to look at a map of the world as it is today. I will ask the groups to imagine what the continents could have looked like 250 million years ago based on the approximation of the earth moving at 3cm per year. Based on this question, students groups will put together continental cut out pieces and form a hypothesis as to what they think the continents looked like 250 million years ago. (Here, I want students to be able to recognize a pattern or fit of the continents). Record maps in journals.
Engagement:
Once students record their map hypotheses in their journals, student groups will view simulations of the Earth and how it looked millions of years ago on their computers. They will use the internet resources links provided in the materials section of the lesson plan to investigate the movement of the continents from 250 million years ago to the present. Based on the information gathered, students will will prove whether or not their hypotheses were correct by supporting/refuting evidence from the materials they have analyzed on-line. Students will record their findings in their scientific journals. Note students will be able to collaborate ideas and draw conclusions as a group.
Closure:
Once students have finished researching continental movement, we will end the class by having the groups speculate what the continents will look like in the future and present their theories to the class. If we run out of time, students will continuing presenting in the next class.
Assessment:
Students will be assessed throughout this lesson by group collaboration, observation, and organization of material. During the lesson, I will be working the room by getting involved in all groups, asking questions and engaging in discussions with the students.
Scientific knowledge/developments:
Students can read an article on what the continents will look like 200 Million years from now.
October 6, 2000
http://science.nasa.gov/science-news/science-at-nasa/2000/ast06oct_1/